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Advanced Spanish: Arts and crafts
This free course, Advanced Spanish: Arts and crafts, is designed to develop your knowledge and understanding of Spanish-speaking societies and cultures and extend the practical skills of listening, speaking, reading and writing. You will examine the world of Spanish and Latin-American art and explore the difference between art and craft. First published on Tue, 16 Oc
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Advanced Spanish: Protest song
This free course, Advanced Spanish: Protest song, will develop your knowledge and understanding of the societies and cultures of Spain and Latin America and extend the practical skills of listening, speaking, reading and writing. The course focuses on protest song, a musical genre that has played an important role in Hispanic society. First published on Thu, 18 Oct 201
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Beginners’ German: Food and drink
This free course, Beginners' German: Food and drink, provides materials at German for beginners level that support the development of listening, reading, writing and speaking skills. The content focus is on food, restaurants and eating habits. The course also gives examples of how grammar, vocabulary, cultural aspects and study skills are taught in the Beginners' German module. Author(s): Creator not set

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Intermediate Spanish: Understanding spoken Spanish
Welcome to this free course, Intermediate Spanish: Understanding spoken Spanish, which is aimed at intermediate learners of Spanish with an interest in language and culture. The six-hour course is designed to develop your understanding of spoken Spanish through six video portraits of people living in Spain. It introduces you to naturally spoken language, and gives clear advice on how to use authentic video resources as a useful and enjoyable learning tool. Through completing various activities y
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4.2.4 Plan your time

When planning to use the time available, you should:

  • make sure that you are answering the right number of questions

  • divide your time according to the weighting of the questions

  • write down the finishing time for each question

  • try to allow for 10 minutes checking time at the end.

Stick to your plan. Evidence indicates that two half-answered questions obtain more marks than one completed
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4.2.3 Choose the questions and order them

During your first read through the paper, put an asterisk or star sign (*) in pencil against the questions you think you could possibly answer. Then read through your starred questions and put an additional star against the ones that you prefer. Choose the questions with the highest star rating.


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3.11.1 Answering multiple-choice questions

Multiple-choice questions usually involve you in selecting the right answer from several possible responses. The questions are frequently short, and your answer requires no writing. However, finding the right answer may require you to do calculations on paper or, in some cases, check back through an extract of material very closely to see which is the correct of two possible answers. In the Sciences Good Study Guide there is a good example on pages 265–68, which shows the series of c
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3.8.2 Analysing and answering essay-based exam questions

For the following activity, you can use questions from a specimen paper, past papers or even questions you have devised for yourself.

Activity 9

Exam questions for essay-based courses often contain 'process words'. T
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3.6.6 Teach to learn

One of the most successful ways to learn something well is to teach it. Select a topic that you feel you know well and try teaching it to an imaginary person. As your teaching proceeds, you will quickly realise where there are gaps in your knowledge and understanding. Immediately you will begin to identify clearly what it is you are explaining. You will become aware of any aspects that you are less clear about, and can focus on those. Imagine you are explaining something to someone who keenly
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3.1.2 Identifying the stages of revision

Although you will eventually develop your own particular approach to revision, it is valuable to reflect a little on the stages you might go through in preparing for your next exam. To do this, we suggest that you adopt a technique called mind-mapping.

Mind-mapping can be used to collect and organise ideas at any time during your studies. Some people have the kind of memory that uses visual cues very effectively, and mind-mapping taps into this memory style. It enables you to lay out yo
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Learning outcomes

After studying this course, you should be able to:

  • manage time more effectively when revising and in the exam itself

  • learn, or brush up on, revision and exam skills

  • feel equipped to approach exams with less anxiety and stress.


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References

Entwistle, N. (1997) ‘Contrasting perspectives on learning’ in Marton, F., Hounsell, D. and Entwistle, N. (eds) The Experience of Learning: Implications for teaching and studying in Higher Education, Edinburgh, Scottish Academic Press Limited.
Marton, F. and R. Saljo (1997) ‘Approaches to learning’ in Marton, F., Hounsell, D. and Entwistle, N. (eds) The Experience of Learning: Implications for teachi
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4.1 Underlining and highlighting

To be able to make sense of what you are reading, you need to read actively. One method that can help is to use a pen.

Activity 2

Did you underline or highlight any words as you read the Layard article? If not
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3.2 Reading to learn

In order to learn you need to follow the argument as you read. With an important text, you should slow right down and take it bit by bit. Here is a student describing how he tackled a particularly challenging chapter:

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8.4 Carrying out research

During this stage you get down to the business of analysing and interpreting the meanings of all your primary and secondary source material (documents, reports, newspaper accounts, books and articles), in the ways outlined in the previous sections of this course. As you do so you will be making notes towards your project report. In this connection, it is very important to write down full references for all the material you use as you read each item. Then you can easily find part
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Conclusion

This free course provided an introduction to studying Business & Management. It took you through a series of exercises designed to develop your approach to study and learning at a distance, and helped to improve your confidence as an independent learner.


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4 Supply and demand: Kiran's story

The first six months have just flown by. I've really enjoyed working with the two or three schools that I chose following my conversation with my friend who is a student. I feel that I have established a good reputation for reliability as well as keeping the classes moving forward in their work. My family
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7.3 Frequency tables

So far you have looked at small sets of data, which are relatively easy to analyse. Naturally, this is not always the case and you need to consider how to work with a larger set of data. Data set B shows 30 TMA scores recorded by a tutor in the order that the scripts were marked.

Data set B:

86 78 93 <
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Introduction

Social scientists collect evidence to support their claims and theories in different ways. Such evidence is crucial to the practice of social science and to the production of social scientific knowledge.

You may be aware of the idea of active reading, which is about reading with the aim of understanding and grasping something: a definition, an argument, a piece of evidence. What that suggests is that active reading is about reading and thinking at the same time. In
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Cognitive Psychology
The consciousness of the human mind has long been a topic of fascination and curiosity amongst writers, artists and psychologists, from Carl Jung and Salvador Dali to Virginia Wolfe and Gertrude Stein. This album explores our understanding of consciousness, and features a discussion on some of psychology's most complex questions: what does it mean to be a conscious human, and what purposes our consciousness serves. This material forms part of The Open University course DD303 Cognitive psychology
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